This paper aims to investigate Korean EFL learners’ pragmatic performance in request speech acts in comparison with native speakers of English. Written discourse completion tasks (WDCT) are used to examine how native and non-native speakers request in terms of request strategies, internal modifications, and external modifications. The results show that first, Korean learners had a higher frequency of inappropriate strategies than native speakers. Second, they lacked the quantity and variety of internal modifications both lexically and syntactically. However, regarding external modifications, their use of supportive moves was similar to that of natives in frequency and order. In addition, this study identified newly emergent supportive moves that are Korean-specific and detrimental to communication goals. The findings shed light on pragmatic instruction in the Korean EFL situation by providing research-informed data. Several pedagogical implications are suggested for application in teaching.

The purpose of this paper is to investigate Korean learners' request strategies. To this end, 30 Korean French learners participated in this study. For data collecting method, the Discourse Completion Test (DCT) was used and twelve DCT situations on request were provided for the learners. They were asked to read the description and write down the answers in each situation. Modified CCSARP(Cross-Cultural Speech Act Realization Patterns) coding scheme was used for the written responses of request sequences. This study analyzed the use of request head act, supportive moves, downgraders, alerters and perspectives of speaker. Learners dominated in 'query preparatory', 'mood derivable' and 'want statement' for head act. The frequency of the rate, however, is quite different in head acts. They used downgraders far less frequently and this made their request formulas more direct and less polite than ones used by native speakers. As for supportive moves, learners dominated in 'justification' and 'recognition of load'. In types of alerter, most of learners are heavily skewed to the 'attention getter' and 'term of honor' as main strategies, which may lead learners to lack of pragmatic competence. In these three perspectives, hearer-oriented is much stronger than other two perspectives. These results imply that teachers and textbook developers should consider various pragmatic factors in teaching French language